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For instance, I may allow for the fact that only certain aspects of his n ature will come to the fore in his dealings with me , and that these aspe ct s may be exaggerated . With these corrections made, and certain inferen ces drawn from what is apparent , I know him not just as he appears to me , but as a phenomenon. If I go on to interpret his empirical character, I tak e everything I know, not as complete in itself, but as the sensible i ndication of his intelligible character, which includes all that pertains to hi m as he is in himself.

Sensory experience can also be changed just by move­ ments of our bodies or our eye s . Although these change s may be in the sensations we receive , they need not be . The change s that are more significant are those re specting form-position in the visual fiel d , relative s ize , angular distanc e , orientation with re spect to other object s , and so on . Change s in such re spects are unlike the changes to which Hume draws attention-the flux of sen sations that admit of no impl ications from one to another, so that what next is given i n sense bears no necessary con­ nection to what has presently or previously been given .

Science takes its topic matter from the empirical content of experience . Mathematics rel ies on, and explore s , some of the formal aspect s of ex­ perience . Because religion and ethics transcend experience , the theory of experience defines boundaries beyond which they may operate and sets conditions to which they are subject . Kant' s theories of aesthetics and education rely on discoveries that he makes about the nature of the mind in the course of his investigation of experience . 2 The purpose of thi s chapter i s set b y m y general concern .

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